1. Lessons learned from Signature Delivering Social Change POST-PRIMARY

2. 9.30-10.15- Session 1- Background on the Signature project Success story 10.15-10.45- Refreshments 10.45- 12.15- Session 2- Good practice-7 quality indicators Session 3- How to manage successful Intervention Interview about good practice 12.15-1.00- Lunch 1.00-2.30-Session 4 – Lessons learned in Literacy & Numeracy 2.30- 3.15- Session 5- Implications for your school Final evaluation Outline of the day

3. In 2012 the OFMDFM announced a Delivering Social Change Signature Project on improving literacy and numeracy. The aims of the Signature/ NISPLAN project have been: to increase the number of pupils in primary schools achieving at the expected level or above at the end of Key Stage 2 in English, Mathematics and Irish; to increase the number of young people in post-primary schools, achieving a grade C or above in English and Mathematics by the time they leave school, and to provide employment opportunities for 270 recently graduated teachers.

4. Objectives for the course  To show the good practice of The OFMDFM Signature project from primary and post-primary sectors  To share the strategies which have been most effective in raising pupil achievement in English and Maths at the expected levels of attainment  To use the experience of the Signature teachers to disseminate good practice to other teachers

5.  Count, Read: Succeed messages  What is intervention? Schools monitored pupils’ progress regularly and used this information to refine the planning of intervention.  by the teacher as part of the programme  by a coordinator to gain an overview of the progress made  by a senior leader to evaluate the effectiveness of the intervention Ethos of intervention

6. The 5 “things” that the class or subject teachers will do to raise standards in literacy and numeracy are, in order: 1. provide high-quality teaching for all pupils; 2. address underachievement as soon as it emerges; 3. address continuing underachievement with support from other staff in the school; 4. address continuing underachievement with support from outside the school; and 5. meet the needs of pupils after a non- statutory assessment through the SEN framework. C,R:S, p33

8.  Who is being trained?  Who is involved?  Who is leading/ managing it?  Outline of training  Overall messages from those involved Background to Signature

9. Teachers Appointed  225.4(FTE) – OFMDFM32.4(FTE) – DE  2(FTE) – by schools  260.7(FTE) – Appointed Overall  300 individual teachers employed  208 – Seconded Teachers (1 days training)  73 – Centrally Recruited (5 days training)

10. Overall Data – From Website  3042 – Primary Pupils Supported o 1561 – Literacy o 1402 – Numeracy o 79 – Irish  6658 – Post Primary Pupils Supported o 3023 – English o 3635 – Mathematics

14. Comments from Monitoring “Discussions with class teachers have highlighted an increase in confidence for children when attempting numeracy work. Children are enthusiastic about the withdrawal lessons and always participate well. All children receiving intervention support have successfully been awarded a Level 4 in numeracy and so have achieved their target.”

15. Comments from Monitoring “Establish greater contact with parents including face to face meetings with the parents of targeted pupils.” “High level of participation from students during in-school sessions Student, parent and teacher questionnaires carried out in January indicated marked improvement in student self-esteem and attitude towards learning and exams. Parent meeting provided valuable and positive feedback. Teacher records in regular English lessons indicate improved marks and anecdotal evidence from English teachers noted how much more positive students were about their English. Improved controlled assessments, attendance at after school sessions are positive and students are actively seeking help and support, even out of normal lesson time.”

16. Comments from Monitoring “Therefore after one full term (the second term) with the Signature Project pupils I feel better equipped to express opinions on the work covered and discuss the level of progress of individual pupils. Initially, it was decided to raise the profile of reading within the cohort of pupils. I wished to make reading a regular, enjoyable experience which embraced a lifeskill element. The concept of reading in one's spare time became a pivotal aim. Reading became a time filler, a life skill and a hobby all in one. My sense of drive ensured that I convinced my pupils of the importance of the art of reading which could enrich their life experiences. Trying to work with a spread of reading ability throughout the cohort provided direction and purpose.”

17. What worked and why? Team teaching therefore support for all groups in class. One-to-one or small groups led to greater identification and addressing of needs. Additional support classes after school. Creating and developing new resources. Pupil self-assessment targets. Assessment for Learning strategies, especially formative feedback. More questions asked by pupils. Groupings of pupils. Whole smaller class created in Year 11. Talking and Listening – small group setting. Building rapport with pupils. Growing knowledge of GCSE requirements. Close monitoring of progress. Sharing good practice.

18. Observation of experienced teachers. Clear use of exam question material – modelling answers. Not so much ‘juggling’ of different papers in maths. Use of ICT – Fronter for resources. Use of data. Building of pupils’ confidence. Availability of support outside the timetable. Singing with groups! Using existing intervention supports e.g. “Aim High”. Tailored tutoring to their needs. Showing genuine care by actions and words/building confidence by praise.

19. How did your involvement with pupils’ impact on their learning experiences in the mainstream classroom, elsewhere in the school or at home? More confident, engaged, independent pupils. Questioning improved in other subjects. Pupils brought their needs to the attention of the teacher now. Behaviour improved. Revision techniques used in other subjects. Sharing effective practice, reflective feedback with Head of Department. Newer teaching strategies used. Exam strategies, at all levels. Improved extended writing e.g. history. Going on residential with group – self-esteem and confidence.

20. How did your involvement with pupils’ impact on their learning experiences in the mainstream classroom, elsewhere in the school or at home? Better attendance at revision classes. Small groups bringing out real issues, fewer distractions and secure learning environment. All at the one level, not afraid to make mistakes. Peer learning. Better effort at homework, sense of pride. Used pupil questionnaire to gauge impact. Improved pupil concentration. Sharing resources/information.

21. What challenges did you encounter and how were they overcome? Timetabling. Lack of respect as a young teacher – classroom assistant. Behaviour – pupils challenging- learned the reward/sanction system. Poor attendance. Starting later in the year – no time to see progress. No specific room (accommodation). Increased knowledge of exam requirements. Negative, awkward pupils, not engaged at the beginning, poor perception of project. Difficult to motivate girls during maths – break everything down. Bringing parents on board. Role in the school backfill/CR confusion. Too many pupils in target group. Seeing pupils regularly, not being taken out. Record-keeping.

22. 2 schools, 2 exam boards therefore confusing and tiring – following up behaviour issues – collecting work. Internal IT/email Convincing the department that the Signature teacher had the required skills. Next year’s Year 11 Signature group are form class. Overcoming stigma attached to withdrawal. “The aim of the signature project was to achieve ‘success’; - it had no connection to ‘failure.” Not seeing pupils frequently enough to make a difference. Greater communication within school. Some teachers unwilling to let pupils go.

23. Success story  Tanya from St Matthew’s Primary School, Belfast

25. Quality indicators for successful Intervention Session 2

26. Effective Signature intervention pupils teachers leadershipplanning Monitoring & evaluating Collaboration & communicati on parents 7 quality indicators

27. pupils Correctly identified, data used effectively, moved in and out of intervention, involved in their learning, setting targets

28. teachers chosen well- either recruited by WELB (CR), or appointed by their school on secondment (S) or to fill the Backfill post (BF) equipped to know what to do plan appropriately use a variety of strategies tailor intervention to suit pupils track their pupils’ progress.

29. supportive of the aims of Signature, at HOD level, at SMT/ Principal level and as teacher- tutor; set clear direction, plan intervention carefully and integrate the Signature teacher(s) into plan for school improvement promote the Signature intervention model as a legacy for the school. leadership

30. planning appropriate and flexible at all levels- classroom work is tailored and adapted timetables are suitable allowing for monitoring and evaluation of the strengths and weaknesses of the model used ongoing assessment is used throughout.

31. Monitoring & evaluating ACTION PLANS are detailed and real, recorded online and regularly reviewed and adjusted; school tracking and pupil target- setting are used.

33. parents involved from the beginning and kept informed of progress.

34. Collaboration & Communication evident within and between schools- sharing strategies, resources and ideas. evident between lead school and other schools, involving the teachers at all points

35. Evaluate how far these indicators are evident in your school Discussion

36. Interview with successful practitioners: managing Signature Session 3

37.  Fiona Cregan from St Joseph’s College shares the lessons she has learned from the Head of English perspective. Signature from a Head of Department perspective

38. Lessons learned : successful intervention strategies for English and Maths Session 4

39.  Understanding the criteria for GCSE  Building knowledge of standards for each part of the course  Developing strategies for small group work  Controlled assessment support Good practice in English

40.  Looking at an aspect of the GCSE English course from the experience of a Signature teacher  Hannah Thompson from Bangor Academy doing a lesson on a multi-modal text. Activity from Signature teacher

41.  Understanding the criteria for GCSE  Building knowledge of standards for each part of the course  Developing strategies for small group work Good practice in Maths

42.  Looking at an aspect of the GCSE English course from the experience of a Signature teacher  Kelley Harris shares her experience of monitoring and evaluating data in Maths. Activity from Signature teacher

43. … the true measurement of success (of Signature) will take me far beyond the End of Key Stage. It will be judged in value added results, life forming habits that go beyond simple test scores. It is not just about their ability to use/develop important literacy skills across the curriculum. It is about continuing to use these skills and habits in real life situations. This in itself requires self-confidence and understanding. I am confident that this will happen for some of my pupils. Increasing this percentage is not only a personal goal but an overall aim shared by the school. I am also confident that our End of Key Stage 2 results will improve next year and beyond. For the most part the work that continues on a daily basis has been worthwhile and enjoyable for all concerned. The challenge still remains, “To work hard, express ourselves clearly, listen to others, to feel valued and thus to succeed”. Barrie McGowan – Good Shepherd Primary School- ( taken from Year 1 Monitoring form) The Legacy of the project

44. Implications for your school Session 5

45. nisplan.welbni.org Final evaluation